Grade 6 Mathematics, Quarter 1, Unit 1.4
Reading, Writing, and Evaluating Algebraic
Expressions
Overview
Number of instructional days:
10
(1 day = 45–60 minutes)
Content to be learned
Mathematical practices to be integrated

Write numerical expressions involving whole
number exponents.
Reason abstractly and quantitatively.

Evaluate numerical expressions involving
whole number exponents.

Read and write expressions using letters to
stand for numbers.

Identify parts of an expression using
mathematical terms.

Use variables to represent expressions in real
world problems.

Understand variables can represent any
unknown number or specific set.

Understand the use of substituting letters for
any numeric quantity in an expression.

Understand that numeric quantities represent
real world problem and their solution.

Understand that an expression can be a single
entity or the sum of two terms, for example,
2(8 + 7).
Attend to precision.

Solve for an unknown using the basic order of
operations.

Clarify the meaning of symbols used in
expressions.

Use math language and appropriate vocabulary
to describe expressions.

Read, write, and evaluate unknown variables
using mathematical terms.

What is an example where a variable is
represented by a non-numeric expression that
applies to a real-world situation?

How do you evaluate an expression in
mathematical and real-world problems when
given a value for the variable?
Essential questions

How do you evaluate a numerical expression
involving exponents?

How do you write an expression using
variables to represent a real-world situation?

What are the mathematical terms that name the
parts of an expression?
Hobbs Municipal Schools with process support from The Charles A. Dana Center at the University of Texas at Austin
13
Grade 6 Mathematics, Quarter 1, Unit 1.4
Reading, Writing, and Evaluating Algebraic
Expressions (10 days)
Written Curriculum
Common Core State Standards for Mathematical Content
Expressions and Equations
6.EE
Apply and extend previous understandings of arithmetic to algebraic expressions.
6. EE.1
Write and evaluate numerical expressions involving whole-number exponents.
6. EE.2
Write, read, and evaluate expressions in which letters stand for numbers.
a.
Write expressions that record operations with numbers and with letters standing
for numbers. For example, express the calculation “Subtract y from 5” as 5 – y.
b.
Identify parts of an expression using mathematical terms (sum, term, product,
factor, quotient, and coefficient); view one or more parts of an expression as a
single entity. For example, describe the expression 2 (8 + 7) as a product of two
factors; view (8 + 7) as both a single entity and a sum of two terms.
Reason about and solve one-variable equations and inequalities.
6.EE.6
Use variables to represent numbers and write expressions when solving a real-world or
mathematical problem; understand that a variable can represent an unknown number,
or, depending on the purpose at hand, any number in a specified set.
Common Core Standards for Mathematical Practice
2
Reason abstractly and quantitatively.
Mathematically proficient students make sense of quantities and their relationships in problem situations.
They bring two complementary abilities to bear on problems involving quantitative relationships: the
ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the
representing symbols as if they have a life of their own, without necessarily attending to their referents—
and the ability to contextualize, to pause as needed during the manipulation process in order to probe into
the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent
representation of the problem at hand; considering the units involved; attending to the meaning of
quantities, not just how to compute them; and knowing and flexibly using different properties of
operations and objects.
6
Attend to precision.
Mathematically proficient students try to communicate precisely to others. They try to use clear
definitions in discussion with others and in their own reasoning. They state the meaning of the symbols
they choose, including using the equal sign consistently and appropriately. They are careful about
specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem.
They calculate accurately and efficiently, express numerical answers with a degree of precision
appropriate for the problem context. In the elementary grades, students give carefully formulated
explanations to each other. By the time they reach high school they have learned to examine claims and
make explicit use of definitions.
Hobbs Municipal Schools with process support from The Charles A. Dana Center at the University of Texas at Austin
14
Grade 6 Mathematics, Quarter 1, Unit 1.4
Reading, Writing, and Evaluating Algebraic
Expressions (10 days)
Clarifying the Standards
Prior Learning
In third grade, students began working with order of operations. In grade 4, students were introduced to
multiplication equations as a comparison. In grade 5, students learned parentheses, brackets, or braces as
part of mathematical expressions. They wrote simple expressions that record calculations with numbers
and interpret numerical expressions.
Current Learning
Students develop an understanding of whole-number exponents and their use in numerical expressions.
Students develop an understanding of whole-number operations so that they can solve for unknown
variables represented by alphabetic letters. Students are becoming fluent with mathematical terms for
solving equations. Real-world situations are converted into algebraic expressions.
Future Learning
In grade 7, students will solve numeric and algebraic expressions, equations and inequalities with rational
numbers applying the properties of operations. In grade 8, students will work with integer exponents.
Students will use variables in a real-world or mathematical problem and inequalities to solve problems by
reasoning about the quantities. Students will apply properties of operations and eventually use this
knowledge in linier and quadratic equations.
Additional Findings
According to Curriculum Focal Points: ―Students understand that variables represent numbers whose
exact values are not yet specified, and they use variables appropriately.‖ Additionally, students should
develop an initial conceptual understanding of different uses of variables. (p. 18)
According to Adding It Up; Helping Children Learn Mathematics: ―By emphasizing both the
relationships among quantities and ways of representing these relationships instruction can introduce
students to the basic ideas of algebra as a generalization of arithmetic.‖ (p. 419)
According to Principles and Standards for School Mathematics, students should develop an initial
understanding of several different meanings and uses of variables through representing quantities in a
variety of problem situations. In the middle grades, students should also learn to recognize and generate
equivalent expressions and solve linear equations. (p. 223)
Hobbs Municipal Schools with process support from The Charles A. Dana Center at the University of Texas at Austin
15
Grade 6 Mathematics, Quarter 1, Unit 1.4
Reading, Writing, and Evaluating Algebraic
Expressions (10 days)
Hobbs Municipal Schools with process support from The Charles A. Dana Center at the University of Texas at Austin
16